Theme - eduplace.com · 2008-09-02 · Read aloud the first sentence on Anthology page 173:On...

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THEME 2: Celebrating Traditions

Selections

1 The Keeping Quilt

2 Grandma’s Records

3 The Talking Cloth

4 Dancing Rainbows

Celebrating Traditions

E N G L I S H L A N G U A G E D E V E L O P M E N T L E S S O N S F O RE N G L I S H L A N G U A G E D E V E L O P M E N T L E S S O N S F O R

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FamilyToday we are going to learn

about family members. Who are

some of the people in your family? Have stu-

dents name various family members. Help

them with the English pronunciation of each.

We are going to sing about a family.

Listen as I sing. Display the song “My Whole

Family” and sing it aloud to the tune of “On

Top of Old Smoky.” Then have students sing

the song with you.

Write grandmother, sister,

brother, father, mother,

and I on index cards. Tie string to each index

card to make name tags to be worn around

the neck. Have six students wear the name

tags and stand in front of the group. Have the

students sing the song again, letting the student who is “I” pretend that he or she

is introducing the others in the song. Once students are comfortable with the

song, let each person wearing a name tag sing his or her line. For example,“I”

sings the first, second, and last lines;“grandmother” sings the third line; and

“sister” sings the fourth.

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THEME 2/SELECTION 1

The Keeping Quilt


Vocabularyfamily, grandmother, brother,sister, father, dad, mother,mom

Materials• index cards• string

Name some ofthe people in your family.

How many peopleare in the family? Whoplayed the part of thefather? Put the familymembers in order fromyoungest to oldest.

How many chil-dren are in the familyin the song? Is thisfamily larger or smallerthan your family?

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Draw a picture of your family.

Grade 3 Theme 2: Celebrating Traditions Language Development ELL 2–1

Name

Master ELL 2–1 The Keeping Quilt

to the tune of “On Top of Old Smoky”

My Whole FamilyHave you met my whole family?There are six in all.First, meet my grandmotherAnd my brother Paul.

Kate is my sister,And this is my dad,This is my mother.And my name is Chad!

Master ELL 2–1

Get Set for ReadingCD-ROMThe Keeping Quilt

Education Placewww.eduplace.comThe Keeping Quilt

Audio CDThe Keeping QuiltAudio CD for CelebratingTraditions

LANGUAGE DEVELOPMENT 20–25 MINUTES

Who Am I?

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Get Set to Read Quilts, pages 158–159

We have talked about members of a family. Now let’s look at Anthology

pages 158–159. Read the title and the first paragraph with me. What is a quilt?

Now look at the photograph on page 159. What are the boys and girls holding

up? What are some of the designs on the quilt?

Have students look at the small items illustrated on Anthology page 158. Ask

them what is in the illustrations. Then read the second paragraph with students.

What do some families use their quilts for?

The Keeping QuiltSegment 1, pages 160–169

Lead students on a picture walk, using these prompts.

Pages 162–163: How are the people in these illustrations dressed? Do you

think these people might live at the present time? How can you tell?

Pages 164–165: Which person in the pictures do you think is Anna? What is

different about the way she is dressed? What color is her babushka?

Pages 166–167: What are the people in these pictures doing? Describe some of

the patterns that you see.

Pages 168–169: What are the people in the picture celebrating?

Compound Words Show or draw a picture of a dog and a picture of a house. This dog needs a

house. We call a house for a dog a doghouse. Doghouse is a compound word,

one word made from two words.Write the word doghouse on chart paper or

the board, and place each picture under the corresponding smaller word. Do the

same with cookbook, tablecloth.

Show or draw pictures of a bed, a room, a tooth, a brush, a farm, and a house.

Review the words. These words can also be combined to form compound

words. How would you put these words together? Have students work in pairs to

come up with bedroom, toothbrush and farmhouse. Write the compound words

on the board. Students may also enjoy analyzing words with parts that have very

different meanings, such as butterfly.

SELECTION 1: The Keeping Quilt DAY 1

Skill ObjectiveStudents combine two wordsto form compound words.

Academic Language• compound word

Language Transfer SupportEnglish and German have more compound words thanmost languages, but otherlanguages have somecompounds. Spanish, forexample, has compounds such as rompecabezas(puzzle) and limpiaparabrisas(windshield wiper). Askstudents to share examples.

LITERATURE FOCUS 10–20 MINUTES

SKILL FOCUS: STRUCTURAL ANALYSIS 10–15 MINUTES

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Family Foods Read the first paragraph on Anthology page 168: On Friday nights Anna’s moth-

er would say the prayers that started the Sabbath. The family ate challah and

chicken soup.

What foods did the family eat on Friday night? (You may need to

explain that challah is bread.) What are some foods that you might eat

with your family on Friday night? Write the foods students name in a chart like

the one shown. Add a column for each kind of food as it is named.

What is your favorite kind of food? Choose one from the

chart. As students respond, have them record their names in the

appropriate column of the chart. As names are recorded, say sentences such as

the following: Koji likes chicken soup. Selena likes macaroni.

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Vocabularysoup, macaroni, pizza, fish

Materials• Anthology• chart paper• Picture-Word Cards

soup, macaroni, pizza, fish(See Master ELL 2–3.)


THEME 2/SELECTION 1: The Keeping Quilt

Beginning/PreproductionSee Master ELL 2–1.

What is yourfavorite food?

How many students like tacos?macaroni? Do morestudents like pizza or tacos? How do you know?

With students, write ashort summary of theinformation in thechart: The family inthe story ate chickensoup on Friday nights.We like to eat differentkinds of foods. Twostudents like macaronibest. Most studentslike pizza best.

Display “My Whole Family”and sing it with students. Onindex cards have studentswrite grandmother, sister,brother, father, and mother.Ask students to say eachword several times and matchit to the name tags from Day1. Say: Find the word sister inthe poem. Point to the pictureof the sister. Continue withthe other words. Sing thesong again, having studentshold up the correct card whenyou sing the word.


Kinds of FoodSoup Macaroni Pizza FishKoji Selena Alexis Martin

Carlos Tawana

Kim

Chart It

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The Keeping QuiltSegment 2, pages 170–179


Page 173: What is the family celebrating in this picture?

Pages 174–175: Describe one of the children on page 174. What do you think

is happening in the picture on page 175?

Pages 178–179: In which of these two pictures are the people sad? In which

picture are the people happy? How can you tell?

Common Nouns Write these sentences on the board: The quilt on the table belongs to the girl.

The table is in the kitchen. Ask students to name the persons, places, and things

in these sentences. Underline the nouns. Then point out that these words are

called common nouns, which name any person, place, or thing. Point out that

common nouns do not begin with capital letters.

Practice by showing students pictures from the Anthology selection or pictures

that you have in the classroom. Have them identify the persons, places, and

things. Point out that common nouns answer the questions Who is this? or

What is this?


Skill ObjectiveStudents identify commonnouns, and classify nouns aspersons, places, or things.

Academic Language• common nouns

Materials • index cards• chart paper


SKILL FOCUS: GRAMMAR 15–20 MINUTES

Point out severalthings in the class-room. Whatis this?

Have students choosepictures in the story.Have them work inpairs to find picturesof persons, places,and things, answeringthe questions Whatis this? Who is this? Have studentswrite the words withsmall letters.

Give students indexcards with commonnouns from the storywritten on them. Havestudents classify thenouns as Person,Place, or Thing. Thenhave them record thenouns on chart paper.

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Family Traditions and CelebrationsRead aloud the first sentence on Anthology page 173: On Anna’s ninety-

eighth birthday, the cake was a kulich, a rich cake with raisins and

candied fruit in it.

This family has a special cake to celebrate a birthday. In the story,

the family has special food on Friday night and at weddings. What

kinds of celebrations do you know about? Do you eat special food at some of

them? What kind of foods do people eat at a wedding?

Write the celebrations students mention in a chart like the one shown.

Have students use the foods listed in the chart from

Day 2. As students respond, record their answers on

the chart. Then have students make up a sentence about one line on the chart,

such as, We eat turkey at Thanksgiving.

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What is yourfavorite celebration?

What do peopleeat at a birthday celebration?

Describe a mealyou might eat atThanksgiving.

Vocabularybirthday, wedding,Thanksgiving, cake, cookies,raisins, turkey


birthday cake, raisins,wedding(See Master ELL 2–3.)


Display “Outdoor Fun” andread it with students, usingthe motions from Day 1. Writethe following four words onthe board: climbing, hiking,swimming, biking. Then say:Find the word climbing in thepoem. Show what climbingmeans. Continue with eachword. Have partners makeword flashcards of the fourwords. One partner acts out aword. In response, the partnerholds up the flashcard thatnames the action.


Celebration FoodBirthday cake

Wedding

Thanksgiving

Cinco de Mayo

Make up a Sentence

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Word Families Write these words on the board: cloud, cloudy, cloudiness. Have students look

at the words and find what is the same in each of them. If you look at these

words, you will see that you can find one word that is the same in all of them.

What is the word?

Underline cloud. Explain that cloud is the root word. Tell students that just as

people in families are related and usually have the same name, words can belong

to families and share a name, the root word. This is how these words are

related. This group of words is a family, a word family.


Skill ObjectiveStudents understand andidentify words that belong tothe same word families.

Academic Language• word family• root word

Give students somefamilies of words:friend, friendship,friendly, friendlinessand warm, warmly,warmth. Havepartners underline the root words.

Have students makecards with words fromdifferent word familiessuch as friend, friend-ship, friendly, friendli-ness; warm, warmly,warmth; care, careful,carefully. Have stu-dents group them inthe correct familiesand find the root wordfor each one.

Give students cardswith root words andcards with prefixesand suffixes. Havethem use the cards as visual aids to form word familieswith as many words as possible.

SKILL FOCUS: VOCABULARY 20–25 MINUTES

Leveled ReaderCelebrating TraditionsThe Family Tableby Penina AdelmanThis selection offers instructional support andpractice of strategies andskills at an easier readinglevel than the main selection.

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Sewing Words Read the third and fourth sentences on Anthology page 167: They cut out ani-

mals and flowers from the scraps of clothing. Anna kept the needles threaded

and handed them to the ladies as they needed them.

Today we will learn words for sewing. If possible, have available

cloth scraps, scissors, a needle, and thread. (If you do not have these sup-

plies, model the actions.) First, we cut the cloth. Write this step on a sen-

tence strip and model how to cut the cloth. Post the sentence strip on a chart.

Then write each of the following steps on sentence strips and

demonstrate them for the class. Next, we put the thread through the

needle. Then, we knot the thread. Finally, we sew.

Have some students take a few stitches in the fabric while

you supervise. Read the steps aloud with the students.

Once students are comfortable with the steps, have each one read a sentence.

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Vocabularyfirst, next, then, finally, clothscraps, sewing, scissors,needle, thread, knot

Materials• Anthology• sentence strips• cloth scraps• scissors• a needle• thread• Picture-Word Cards

scissors, needle and thread(See Master ELL 2–3.)


Have each student draw apicture of his or her family.Help students find the wordfamily in the song. Have themcopy it as a title for thepicture. Then have studentslabel each member of thefamily. Say: Share the pictureof your family by saying “Ihave a mother. I have twosisters I have one brother.”Let each student take a turndescribing his or her family bycompleting the cloze sentenceI have _____.

What did I do firstwhen I sewed?

What did I cut?Where did I tie a knot?What did I do first?What did I do last?

Have pairs of studentsmake their own sen-tence strips for eachof the four steps. Havethem order and illus-trate the four steps.


Follow the Steps

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Master ELL 2–2

Strategies for Comprehensible Input Use the SelectionSummary and suggested strategies to support student comprehension.

Restate: to remind them of Russiato help them remember Russia, to help them think about Russia

Explain: She sewed the pieces of clothing togetherThe quilt maker cuts up sections of old clothing. These sections are usuallycut into square shapes and sewn together.

Model: the story about the quiltPoint out the illustration of the quilt on Anthology page 179. Explain that eachfigure on the quilt is from a family member. The one who has the quilt can tellthe story to her children and grandchildren.

Selection Review

ELL 2–2 Selection Summary Grade 3 Theme 2: Celebrating Traditions

Master ELL 2–2 The Keeping Quilt

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Name

The Keeping QuiltA long time ago, Anna came to America from Russia

with her family. They lived in New York City. Theymissed their home. So Anna’s mother made a quilt toremind them of Russia. She made the quilt from oldclothing that she cut up. She sewed the pieces ofclothing together to make the quilt.

When Anna grew up, her mother gave her the quilt.Anna gave the quilt to Carle, her daughter. Then, MaryEllen, Carle’s daughter, got the quilt. Mary Ellen gave thequilt to her daughter, Patricia. Patricia is the one whowrote the story about the quilt.

The quilt was special. It was used to keep babieswarm. It was also used at weddings, birthdays, andSabbath meals. The author calls the quilt the KeepingQuilt. It tells the family story. The author hopes to tellthe story of the quilt to her own grandchildren.

Comprehension Questions for the Anthology Selection

1. Look at Anthology pages 168–169. What is the celebration? What does Anna

have over her head? What is it called? (Anna’s wedding; a canopy; a huppa)

2. Who is telling this story? Do you think it is a true story? Why? How does the

author feel about the quilt? How do you know? (The author, Patricia Polacco, is

telling the story. Yes. The author says that it is about her family. She loves the quilt.

We know because of the way she describes it.)

3. Do you have a favorite family or neighborhood celebration? Tell about it.

(Answers will vary.)

Common NounsFlashcard Game Form student groups of 3 or 4. Give each student an index

card with a common noun written on side A, and the words person, place, or

thing written on side B. Each student takes turns showing and saying aloud the

word on side A. The first student to call person, place, or thing correctly takes

the card. Side B faces the student holding the card so that he or she can check

the answer. Give students 10 to 12 minutes to play.


SKILL FOCUS: GRAMMAR APPLICATION 10–15 MINUTES

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Sequence of Events

First Next Then Finally

Life StagesRead aloud the first sentence on Anthology page 170: When my

Grandma Carle was born, Anna wrapped her daughter in the quilt

to welcome her warmly into the world. Anna wrapped the baby in the

quilt. When you were first born, you were a baby. Copy the Sequence of

Events chart on this page onto chart paper. Introduce the words baby, child,

teenager, and adult.

Have students divide a sheet of drawing paper into four

rectangles from top to bottom. Complete the sentence

in the first box of the Sequence of Events chart. First, I am a baby. Have

students draw a baby in the first box on their paper. If possible, have them

copy and repeat the sentence aloud. Show students photographs to help them

differentiate among child, teenager, and adult as they draw each step. Complete

the boxes with the following: Next, I am a child. Then I am a teenager. Finally,

I am an adult.

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Who is older, ababy or a teenager?

Distribute four indexcards with the wordsbaby, child, teenager,adult on them. Havestudents put the lifestages in order andshare with the group.

Describe the dif-ferences between ateenager and an adult.

Vocabularyquilt, baby, child, teenager,adult

Materials• Anthology• chart paper• drawing paper• markers• index cards• photos of people of

different ages


Write mother, father, andgrandmother on the board.Explain that people usedifferent names for dad. Say:In the song, it says “this ismy dad.” What other nameshave you heard for “dad?”List student responses underthe word dad. Lead the groupin singing the song,substituting the differentnames for dad. Repeat theactivity with substitutions forthe other names.


Be an Organizer

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Compound Sentences with and and butExplain to students that they can improve their writing by combining two sim-

ple sentences into one compound sentence, using the joining words and or but.

Remind them that a simple sentence expresses one complete idea. When they

make a compound sentence, they show how their two simple sentences are alike

or different. If the ideas are alike, they can use and to join the sentences. If the

ideas are different, they can use but.

Write these two sentences on the board: The author’s children are grown up.

They are ready to start families of their own. What word could join these

two sentences? Have several students tell you how they would combine the two

sentences. Then write on the board: The author’s children are grown up, and

they are ready to start families of their own.

Write these two sentences on the board: María loves her new quilt. Her cousin

Ana doesn’t like it. What word could join these sentences? Who will give

me a new sentence? Then write on the board: María loves her new quilt, but

her cousin Ana doesn’t like it.


Skill ObjectiveStudents write compoundsentences using and and but.

Academic Language• simple sentence• compound sentence• joining word

Write on the board twosentences such asthese: Apples are myfavorite fruit. My broth-er likes pears better.Have students work inpairs to combine thetwo sentences.

Write on the boardseveral short, choppysentences such asthese: Sheila likes icecream. Maria likescake. Andrés playssoccer. Michaelswims. Have studentswork in groups to combine these sets of sentences.

Give students a para-graph full of simplesentences. Have themwork in pairs to rewritethe paragraph, combin-ing the sentences thatcan be combined,using and or but.When they finish, bringthem together as agroup, and discuss thecompound sentencesthey wrote.

SKILL FOCUS: WRITING 20–25 MINUTES

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People in Shows Many people can be in shows.

Some sing, talk, or act funny. Display

photographs of clowns, musicians, and actors.

Write clown, actor, musician on the board.

Have students identify the photographs.

Compare what clowns and actors do

to a musician’s job. Let’s read a

poem about people in shows. Listen and

watch as I read.

Read the poem “It’s Showtime!” using

motions such as playing an instru-

ment. Then have students read the poem with

you. Have them do the motions as well.

Once students

are familiar with

the poem, have them point to the corresponding person when the name is said

in the poem.

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THEME 2/SELECTION 2

Grandma’s Records


Vocabularylaugh, clown, actor, play, listen, song, musician, singer

Materials• photographs of clown,

musician, actor• chart paper• Picture-Word Cards

clown, actor, singer(See Master ELL 2–6.)

Show how aclown is funny.

Look at thepoem. Which of thesepeople makes youlaugh? Which acts outstories on a stage?Look at the photo-graphs. Who is holdingthe instrument?

Look at thesinger. Where mightyou see a singer?What do musiciansdo? Pantomime theaction.

It’s Showtime!I play music! Yes, I do!Let me sing a song for you!

I’m an actor in a play!Listen to the words I say!

Look at me! I’m a clown!I laugh a lot and run around!


Name

Master ELL 2–4 Grandma’s Records

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Master ELL 2–4

Get Set for ReadingCD-ROMGrandma’s Records

Education Placewww.eduplace.comGrandma’s Records

Audio CDGrandma’s RecordsAudio CD for CelebratingTraditions


Name that Person

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Get Set to ReadSalsa Music, pages 188–189

We have talked about different people in shows. Now let’s look at

Anthology pages 188–189. Read the title and the first paragraph with me.

What does the word salsa mean? What is a theater? Now look at the pictures

on pages 188 and 189. Describe the musical instruments.

Grandma’s RecordsSegment 1, pages 192–199


Pages 192–193 Who is the boy on page 192? Who is the woman on page 193?

Describe what she is doing.

Pages 194–195 Why is the woman on page 194 holding her hand over her

heart? What do you think the boy is doing with the pen and paper? What is he

doing on page 195?

Pages 196–197 What is the boy drawing on page 196? What do the pictures

represent? Can you name the things in the picture? What do you think the boy

and his grandmother are talking about on page 197? Why?

Pages 198–199: Who are the people on pages 198 and 199? What are they

doing? What is the boy holding in his hands?

Plurals Show students several classroom objects, such as a book, chalk, a pencil.

What do you see? Then hold up two or more of the same objects. Ask

students to name them. Point out the difference between the singular and plural

forms. Tell students that most nouns form the plural by adding s. Write on the

board nouns that end in –es in the plural, such as watch and lunch. Ask students

to give you the plural forms. Then write baby and family on the board. Ask

students how to form the plural of these words. Point out that they must change

the y to i before adding –es. Write the plurals of each of these words on the

board. Make two columns on the board, with Singular on one side and Plural

on the other. Ask several students to place the words from this lesson in the

correct column.

SELECTION 2: Grandma’s Records DAY 1

Skill ObjectiveStudents recognize and formplurals correctly.

Academic Language• singular• plural



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Our JobsRead the last sentence on Anthology page 207 with students: And as I work,

Grandma’s special song surrounds me. When he grew up, Eric became an

artist. His job is drawing pictures in storybooks.

Direct students’ attention to the illustration. What do you want

to be when you grow up? What job would you like to have? Record

student responses on a chart similar to the one below.

Where does an artist work? Write student answers in the chart.

What kinds of things does an artist do? Complete the chart with

student responses.

Divide students into three groups. Assign each group

one column from the chart. Demonstrate how to

make a sentence from the chart, such as, An artist paints pictures. A firefighter

puts out fires. A doctor works in a hospital. Have each group say sentences

using the information from their column. Record their sentences on chart paper

entitled When I Get Older.

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Vocabularywork, doctor, hospital, paint,job


doctor, firefighter, artist(See Master ELL 2–6.)


THEME 2/SELECTION 2: Grandma’s Records


Name one thing afirefighter wears.

What kind of workdoes a doctor do?Describe a doctor.

Have students make aDaily Schedule thatshows a typical day inthe life of a doctor.

Display “It’s Showtime!” andread it with students. Onindex cards, have studentswrite clown, singer, and actor.Have students say each name and match it to theword in the poem. Thendisplay photographs of theentertainers. Help studentsmatch their index cards to the photographs. Read thepoem again. When you sayclown, singer, or actor, havethe student hold up theappropriate card and point tothe corresponding photograph.


When I Get Older

Job What I Do Where I Work

Artist Draw pictures Studio

Firefighter Put out fires Fire station

Doctor Help people Hospital

Say It in a Sentence

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Grandma’s RecordsSegment 2, pages 200–207


Pages 200–201 What instruments are the musicians playing? Name them.

Pages 202–203 Where is the scene in the picture taking place? What is the

man doing? What is Eric looking at in the picture?

Pages 204–205 What is the man in the picture on page 204 talking about

with Eric? What are Eric and his grandma doing on page 205?

Pages 206–207 What is Eric bringing his grandma on page 206? Where is Eric

in the picture on page 207? What does he do in this place?

Proper NounsReview common nouns. Ask several students to say their first names. Writetheir names on the board in one column. These are the names of special

persons. They are called proper nouns. Write above the names Proper Nouns.

Have students name a place, for example, their city and state. Write this on the

board in the column. Then write in the column, Valentine’s Day. What is

Valentine’s Day? Elicit from students that it is a holiday, which is a thing. Then

make a second column, labeled Common Nouns. What is the common

noun for each of the proper nouns on the board? What is different about the

common and proper nouns? Explain that the common nouns begin with a

small letter and the proper nouns with a capital letter.


Skill ObjectiveStudents identify propernouns.

Academic Language• common noun• proper noun• capital letter



Give students twoindex cards with thename of a studentand the name of theschool. Have themwrite the commonnouns on the otherside of the cards.

Give students indexcards with commonand proper nouns onthem. They work inpairs to sort them intoCommon Nouns andProper Nouns.

Give students commonand proper nouns, allwritten in capitals.They rewrite the wordsusing appropriatesmall letters and initial capitals.

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Days of the WeekRead the first sentence on Anthology page 192 with students: Every year, right

after the last day of school, I’d pack a suitcase with my cool summer clothes,

my favorite toys, and a sketchbook.

On what day of the week does our school year end? Write the

response on the board. Use a calendar if necessary. How many days

are there in a week? Name the days of the week. Elicit from students the days

of the week. Write the words on large index cards. Point out that each day begins

with a capital letter.

Display a large calendar. Have students use it to put the index

cards with the days of the week in order. Once displayed in

order, say each day of the week and have students repeat it after you. Keep the

calendar in your classroom. Each day, mark off the date. What day of the

week is it today?

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What day of theweek is it today?

What day will itbe tomorrow? On whatdays of the week doyou come to school?

With students, make aweekly list of activitiesEric might do duringthe summer. Havethem find informationin the story for the list.

Vocabularyweek, day

Materials• Anthology• large index cards• large calendar


Display “It’s Showtime!” andread it with students, usingthe motions from Day 1. Thenwrite sing, run, and play onthe board. Ask students tosay each word several times.Say: Find the word sing in thepoem. Show what singmeans. Continue with eachword. Have partners makeflashcards of the three wordsand take turns reading eachword and acting it out.


Find the Day

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Dictionary Guide Words Distribute dictionaries and ask students to open to a certain page. You may

want to use the page that defines the word sing. Remind students that words in a

dictionary are arranged in alphabetical order. Then direct their attention to the

guide words at the top of the page.

Explain the use of guide words by pointing out the first and last word of each

page. The guide words tell you the first word and the last word on the page.

What are the guide words on this page? Write the words on the board;

for example, silvery and sink. Find the word sing on this page. Why is it

on this page?


Skill ObjectiveStudents recognize dictionaryguide words and understandhow to use them.

Academic Language• guide word• alphabetical order

Review the alphabet.Distribute letters ofthe alphabet. Call theletters out. The stu-dent who has the let-ter you called standsup and shows it to the class.

Review the alphabet.Distribute letters ofthe alphabet, and havestudents arrangethemselves in alpha-betical order, display-ing the letter theyreceived. Show them apicture dictionary andthe way words arearranged in alphabeti-cal order.

Give students a dic-tionary and indexcards with words.Have them arrange thecards in alphabeticalorder. Then have themfind the words in thedictionary, and writeon each card the guidewords of the pagewhere those words are located.


Language Transfer SupportBe aware that some of yourstudents’ primary languagesmay use a different alphabeticalsystem. Emphasize practice ofthe English alphabet andcorrect alphabetical order. Usepersonalized alphabet chartsfor reference.

Leveled ReaderCelebrating TraditionsGrandfather’s Maskby Veronica Freeman EllisThis selection offers instructional support andpractice of strategies andskills at an easier readinglevel than the main selection.

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Hobbies Read Anthology page 196 aloud: If it was too hot to go outside I’d spend

hours looking through all of Grandma’s album covers. I’d pick out my

favorites and make sketches of the art. Write the following sentences on the

board: A hobby is something fun you like to do in your spare time. Use the sen-

tences to review the definition of hobby.

Eric’s hobby is sketching. My hobby is (writing). What kinds of

hobbies do you enjoy? Write the hobbies in a chart like the one shown.

What is your favorite hobby? As students respond, have

them record their names in the appropriate column of the chart.

Comment on what students have recorded. Eric likes sketching. Mai likes

gardening. Ms. García likes writing.

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Vocabularyalbum covers, sketches, art,favorite hobby

Materials• Anthology• Picture-Word Cards

paintbrushes, garden(See Master ELL 2–6.)


Display “It’s Showtime!” Have students read it as agroup. Write the phrases Iplay music, sing a song, andwatch my show on the board.Read each phrase aloud,pantomiming the action. Havestudents repeat each lineafter you. Ask: What do youplay? What kinds of songs doyou sing? What do you watch?


Favorite HobbiesSketching Writing Stickers Gardening

Eric Ms. García Rosa Mai

Rene

What is Eric’sfavorite hobby? Showit on the chart.

How many stu-dents like collectingstickers? Which hobbydo the most studentslike? Do more stu-dents like gardening or writing?

Have students write ashort summary of thechart information: Inthe story, Eric’s hobbyis sketching albumcovers. In our classtwo students likecollecting drawings.Most students likecollecting stickers.

Chart It

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Master ELL 2–5


Define: album coversAn album cover is a sleeve for a record that is usually decorated with art orphotographs. It helps protect the record from damage.

Model: She placed her hand over her heart.Demonstrate how Eric’s Grandma touches her heart. Point out the illustrationon Anthology page 194.

Restate: Eric grew upEric became older.

Selection Review

Grandma’s RecordsWhen he was young, Eric Velasquez stayed with

his grandma every summer. They played records anddanced. Sometimes his grandma let Eric pick the records.One of Eric’s favorite things to do was to sketch thealbum covers. Eric liked to play Grandma’s favorite song. She placed her hand over her heart. She closedher eyes and sang along.

Grandma’s nephew, Sammy, played in the best bandin Puerto Rico. One day Sammy came to Grandma’s housefor dinner. He had a surprise for Grandma. He gave herhis new record and two tickets to his concert.

Eric and Grandma went to the concert. The singersaid the last song was for Grandma. He sang her favoritesong. She sang along. Everyone placed their hands ontheir hearts.

As Eric grew up, he shared his favorite music withGrandma. She loved all of it. Eric still rememberslistening to Grandma’s favorite song when he was young.


Master ELL 2–5 Grandma’s Records

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1. Look at Anthology page 193. Does Grandma like to dance? Why? How do

you know? (Yes. She loves music, and she looks happy.)

2. Who is telling the story? Do you think it is a true story? Why? Where does

the story take place? (Eric Velasquez is narrating the story. Yes. Answers may vary.

In New York City.)

3. Tell about a favorite hobby or an activity that you enjoy. (Answers will vary.)

Proper NounsFlashcard Game Form groups of 3 or 4 students. Give each group a set of

index cards with common nouns and proper nouns written on them. Have stu-

dents sort the cards into common nouns and proper nouns. Discuss the charac-

teristics of each category and how students knew which ones were common or

proper. Have students give more examples of each group. Give students a few

sentences written with all small letters. Have them rewrite the sentences, apply-

ing the rules they have just discussed.



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CitiesRead Anthology page 200 with students: The theater was all the way up in

the Bronx. We took the subway there, and Grandma was nervous during the

whole ride.

The Bronx is in New York City. Today we are going to talk about

what it’s like to live in a city. Tell what you know about different cities.

Have students describe what they know about cities. Write their

responses on the board. Review each of their responses by saying a

sentence such as the ones that follow. Cities have tall buildings. Many

cities have subways people can ride.

Ask students to draw examples of city life on drawing paper.

They might draw pictures of people riding a subway or going

to a show. Have students write a description of the activity under the drawing.

Display finished drawings on a bulletin board.

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What city or towndo you live in?

What can peopledo in cities? Whatspecial places do theyvisit?

Tell about a citythat you have visited.

Vocabularytheater, subway

Materials• Anthology• drawing paper• Picture-Word Cards

cityscape(See Master ELL 2–6.)


Display “It’s Showtime!” andread it as a group. Distributesets of sentence strips topartners. Have each pairreconstruct the poem insequence, using the sentencestrips. Allow them to use thedisplayed poem if necessary.Then have partners readalternate lines aloud, readingthe last phrase (and runaround!) together.


City Life

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Correcting Run-On Sentences Remind students that a sentence expresses one complete idea. Tell them that

some writers make the mistake of writing two or more sentences as one sen-

tence. Write examples on the board, such as, Grandma and I dance together, we

like listening to music, I have a great hobby, I like to sketch album covers.

Read the run-on sentences out loud, without breath groups for punctuation, and

ask students what they notice. These are called run-on sentences.

Prompt students to correct the sentences by telling you where one sentence

should stop, and the other begin. Remind them that each sentence begins with a

capital letter and ends with a punctuation mark. Write the corrected sentences

on the board: Grandma and I dance together. We like listening to music. I have

a great hobby. I like to sketch album covers.


Skill ObjectiveStudents identify and correctrun-on sentences.

Academic Language• sentence• complete idea• run-on sentence

Write on the board arun-on sentence, suchas, Eric likes listeningto music, he danceswith his grandma.Have students tell you what the twosentences are. Thenhave a student writethe two sentences onthe board with thecorrect punctuationand capitalization.

Have students readrun-on sentences written on the board.Encourage several students to go to theboard to correct them.Ask the rest of thegroup whether theyagree, and why or why not.

Have partners writesentences summariz-ing the story they havejust read. Then havethe partners work withanother pair to checkone another’s sen-tences. Ask them topay special attentionto run-on sentences.Help students correctthem, and discusshow they know theyare run-on sentences.


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Continents and Countries Land areas on Earth are divided into

continents. There are seven continents. We

live in North America.

Display a globe or a map of the

world. Write the words Africa, North

America, South America, Antarctica, Europe,

Australia, and Asia on the board. Have stu-

dents go to the map or globe to locate the

seven continents.

What country do we live in?

The United States is a country. It is

on the continent of North America. Point

this out on the map. In the story, Aunt

Phoebe visited Ghana. Ghana is a country.

It is on the continent of Africa. Point this out

on the map. You may wish to have students

locate the countries and continents their

families came from.

Now we are going to sing about the seven continents.

Listen as I sing. Sing “Seven Continents” aloud to the tune of

“Happy Birthday to You.” Then have students sing the song with you, substituting

a different continent with each verse. Once students are familiar with the song,

have them point to the continent on the map when its name is sung.

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The Talking Cloth


Vocabularycontinent, Africa, NorthAmerica, South America

Materials• chart paper• world map

What is the nameof the continent thatyou live on?

What continentwould you like to visitand why?

Which continentis the largest? Thesmallest?

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Seven ContinentsEarth has seven continents.Earth has seven continents.One continent is Asia!Earth has seven continents.


Name

Master ELL 2–7 The Talking Cloth

to the tune of “Happy Birthday to You”

Master ELL 2–7


Get Set for ReadingCD-ROMThe Talking Cloth

Education Placewww.eduplace.comThe Talking Cloth

Audio CDThe Tallking ClothAudio CD for CelebratingTraditions

Sing It Out

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Get Set to ReadHandmade Cloth from Ghana, pages 214–215

We have talked about continents. Now let’s look at Anthology pages

214–215. Read the title and the first two sentences with me. On what continent

is Ghana? In what part of that continent is Ghana? Now look at the map on

page 215. Point to Ghana. Look at the photograph on page 215. What does it

show? What are some of the symbols you see?

The Talking ClothSegment 1, pages 216–223


Pages 218–219: How many people are in the family in the picture on page

218? Look at the woman on page 219. She is Aunt Phoebe. Describe what she

is wearing. What do you think is hanging on the wall?

Page 221: Amber’s father is looking at something in this picture. What is it?

What do you think is in it?

Pages 222–223: What is Aunt Phoebe holding? Describe the cloth. Describe the

floor in the picture.

Contractions with ’s, n’t, ’re, ’llWrite this sentence on the board: When Amber wears her talking cloth, she

knows that she’s an Ashanti princess. Underline the word she’s. Explain that

she’s is a contraction, a shortened form of the two words she and is. Point outthe apostrophe. Explain that the apostrophe takes the place of the letter i in is.

Write on the board: Her brother didn’t have his own cloth yet. What is the

contraction in this sentence? What two words does it replace? Underline didn’t

and write the words did and not on the board. What letter does the

apostrophe take the place of? Give students other words that are contractions,

such as we’re, we’ll, and so forth. Ask them what the two words in each are and

what letter the apostrophe replaces.

SELECTION 3: The Talking Cloth DAY 1

Skill ObjectiveStudents understand andform contractions with ’s, n’t,’re, ’ll.

Academic Language• contraction

Language Transfer SupportAlthough most languages usecontractions of some type inspeaking, few languages usewritten contractions. Studentsmay need help understandingthat English uses contractionson short, common words, andthat they may be used inwriting as well as in speaking.



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Colors and Their Meaning Read the first paragraph on page 223: Aunt Phoebe smiles and takes

a cloth from the top of the basket. She unfolds it with a flourish—

a long magic carpet. It runs like a white river across the floor. What

color is the cloth?

Review the color words from Day 2 of Cliff Hanger. Colors can

have meaning. Some colors have meaning when people are driving.

Draw a stop light or display the Picture-Word Card.

What does red mean? When you are riding in a car and the car

ahead of you is stopping, what color are its brake lights? Why? Talk

about the meaning of green and yellow in traffic. Have students draw traffic

lights. Beside each color have them write its meaning.

What other colors have meaning? Students may

share their experiences in the United States or what col-

ors mean in their own cultures. Write their responses on the board. Working in

pairs, have students illustrate some of the color meanings. Display their work.

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Vocabularyflourish, magic carpet


stop light(See Master ELL 2–9.)


THEME 2/SELECTION 3: The Talking Cloth


What color trafficlight tells drivers tostop their cars?

What do driversdo when they seebrake lights on a carahead of them?

Explain the mean-ing of the color wordsin the drawing you did.

On separate cards, havestudents write one throughseven (do not use numerals)and the continent names.Together with students, readthe number word and thecontinent on each index card.Display “Seven Continents.”On a sentence strip writeNumber ____ continent is____. Tape it over line three ofthe song. Have a studentchoose two index cards tocomplete line three. Then singthe song. Repeat withdifferent students and cards.


Draw with Colors

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The Talking ClothSegment 2, pages 224–229


Pages 224–225: What color is the largest cloth on page 224? What color are

the symbols on the cloth? Tell what you think the symbols mean. Look at the

symbols on page 225. Tell what you think one of them means.

Pages 226–227: Amber’s little brother Fred has cloths around him. Describe

the symbols. What do you think they mean?

Pages 228–229: Where do you think the family is in the picture on page 200?

Is Amber happy or sad in the picture on page 201? How can you tell?

Singular and Plural Nouns Remind students that nouns are words that identify persons, places, or things.

Draw a two-column chart on the board. Label one side Singular Nouns (one)

and the other side Plural Nouns (more than one). Point out people or objects

in the classroom, and ask students to identify them. Write the nouns they give

you in the appropriate column. You might elicit words such as girl, desks, books,

class, watches, clock. Point out that you have used both columns. Ask what is

different about each column. Guide students in saying that plural nouns end in s

or -es. Tell students that most plurals end in s, but that a singular noun that ends

in s, x, ch, or sh forms the plural by adding -es.


Skill ObjectiveStudents identify singular andplural nouns.

Academic Language• singular • plural



Show pictures of dif-ferent objects, andhave students identifythem orally. Emphasizethe sound of the plurals or -es when theyrefer to plural nouns,and have students imi-tate you.

Give partners a list ofregular plural words,and have them under-line the s or -es endingin color. Have partnerswrite the singular formof the word.

Send students on asearch around theroom to record thingsthat are plural. Givestudents five to tenminutes for thesearch, during whichthey record these plural words.

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SymbolsRead the first sentence of paragraph three on Anthology page 225: Aunt Phoebe

tells the meaning of some symbols on her cloth.

Find the symbols on page 225. Point to the symbols. How many

symbols are there?

Display the Picture-Word Cards and pictures of other common street

signs students see in your community. These signs are symbols

that tell drivers what to do. What street signs do you know? What do they

tell drivers to do?

Have students describe or demonstrate anything they know about what

each symbol stands for. Take students for a walk in the neighborhood

around your school, or look through magazines or books together. Have them

find and identify signs and what they stand for.

Once students are familiar with the signs, have pairs of students

pantomime driving cars and obeying signs you have placed

around the room.

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Distribute copies ofthe Picture-Word Cards.Have students colorone or all of them.

Which sign tellsdrivers to stop theircars? Which sign tells drivers to watchfor people crossing the street?

Have students write ashort summary ofwhat they saw on theneighborhood walk orin the magazines orbooks, similar to Welooked for symbols in the neighborhood.First, we saw a flashing light. It stoodfor “school zone.”Then we. . . .

Vocabularysymbols

Materials• Anthology• pictures of symbols on

signs• Picture-Word Cards

stop sign, yield sign, crosswalk sign(See Master ELL 2–9.)


Display “Seven Continents”and sing it with students.Using the continent nameindex cards from Day 2, askstudents to repeat each wordseveral times and match it tomap. Say: Find the word Asiain the song. Point to Asia onthe map. Continue with theother continent names. Singthe song again, havingstudents raise the card whenyou sing the word.


Act It Out

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Rhyming WordsExplain to students that you want them to listen to how some words sound.

Listen to what I say next. I want you to pay attention to the sound of

these words. Listen for words that sound the same, that is, words that rhyme.

I will read two lines at a time. I want you to listen for two words that rhyme,

such as red and bed.

Recite a common rhyme, reading two verses at a time, such as the following:

Humpty Dumpty sat on a wall.

Humpty Dumpty had a great fall.

All the king’s horses and all the king’s men

Couldn’t put Humpty together again.

Have students raise their hands when they can tell you the two words that

rhyme. Help them if they do not hear the rhymes at the beginning. Then read

the other two verses in the same way.

Practice this activity with several short poems or rhymes that students are

familiar with.


Skill ObjectiveStudents identify words thatrhyme.

Academic Language• rhyme• rhyming word

Say pairs of shortwords that rhyme, andhave students claptheir hands when theyhear the rhyme. Forexample: new, shoe;moo, chew; tea, pea.Gradually, incorporatepairs that do notrhyme, so that stu-dents need to listenfor the rhyme.

Give students sets ofcards with pairs ofwords that rhyme.Have partners matchthe rhyming words bysaying them aloud.Have them take turnsreading the first wordof the pair. Encouragestudents to concen-trate on the sound andnot the spelling.

Have students makeillustrated rhyming dic-tionary pages. Havethem find their wordsaround the room, onthe Word Wall, poetryposters, poetry jour-nals, and so on.Compile all the pages,and make a classrhyming illustrated dictionary.


Leveled ReaderCelebrating TraditionsRug Weaversby Lee S. JusticeThis selection offers instructional support andpractice of strategies andskills at an easier readinglevel than the main selection.

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FeelingsRead the first paragraph on Anthology page 228: I smile, thinking of it. This

cloth means joy.

How did Amber feel? How do you know? Have students name

other feelings they are familiar with. Write each feeling on a chart like

the one shown.

Then write the following cloze sentence on the board: When I feel ____, I show

it by ____.

Demonstrate how to complete the sentence with the first entry from the

chart (When I feel joy, I show it by smiling.)

Let pairs of students copy the cloze sentence, choose

one feeling from the chart, and complete the sen-

tence. Encourage them to illustrate the sentence. Have pairs display their pictures

and read the sentences aloud.

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Vocabularyfeelings, smile, joy, frown


smile, frown(See Master ELL 2–9.)


Write the first and third linesin the song on sentencestrips. Pair students, and giveeach pair a sentence strip.Say: We are going to read thewords to our song. When youhear the line that is on yoursentence strip, stand andhold it over your head. Withthe group, read each line andhave students hold thematching line over theirheads. Ask: Whose line hasthe word Earth in it? Whoseline has the number one?

Show how youlook when you feel joy.

Do you show joyby smiling or frowning?Which feeling do youshow by frowning?How does watching agood baseball gamemake you feel?

Have students write ashort summary of theinformation in thechart, similar to thefollowing: Today wetalked about feelings.We can show that wefeel joy by smiling.


Feeling How We Show It

joy smiling

anger frowning

sadness crying

Show Your Feelings

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Master ELL 2–8


Restate: OnceIn the past, At one time, A long time ago

Explain: symbols stand for ideasA symbol looks like one thing, but it tells about something else. For example,blue is a color, but it stands for, or takes the place of, love.

Model: Amber feels like a princess.Point out the illustration on Anthology page 227. Demonstrate how a princessmight act: confident, happy, and proud in a good way.

Selection Review

Name

The Talking ClothAmber’s Aunt Phoebe tells wonderful stories about

things she collects. Amber loves to visit her aunt. Shelearns so much when her Aunt Phoebe tells her what sheknows.

Aunt Phoebe shows Amber a long, white piece ofadinkra cloth from Ghana, in Africa. Once, only kingsand other royal people wore it. Aunt Phoebe tells Amberwhat the colors and symbols on the cloth mean. Whitemeans joy. Red means sadness. Blue means love. Thesymbols stand for ideas such as faith and love. Withoutsaying a word, the cloth seems to talk.

Amber thinks about symbols that she would use for a cloth for herself and for her father and baby brother.Then Aunt Phoebe wraps the adinkra cloth aroundAmber. Amber feels like a princess. She is happy to learnso much from her aunt.


Master ELL 2–8 The Talking Cloth

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1. Have students use the illustrations in the selection to do a group retelling of

the story.

2. Does Aunt Phoebe give enough details when she explains how the colors are

symbols on the adinkra cloth? Explain your answer. What are the details?

(Answers may vary. Possible answers: Yes. She says that the cloth talks, and then she

explains the symbol of each color. White means joy, gold means riches, blue means

love, and red is for sad times. )

3. Do you have a favorite family or neighborhood custom? Tell about it.


Singular and Plural NounsBoard Game Write a list of four singular nouns in the center of the board.

Divide students into two teams. Have one student from each team come to the

board and write the plural form of the nouns on either side of the center list.

Give them one minute. The team that spells all plural forms correctly (adding

s or -es) wins a point. Write a new list until everybody has had a turn.



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Parts of the BodyRead the third paragraph on Anthology page 227 with students. She wraps the

adinkra three times around my waist, then across one shoulder—and still it

drags on the ground.

Aunt Phoebe wrapped the cloth around Amber’s waist. Point to

your waist. Then Aunt Phoebe put the cloth across one shoulder.

Point to your shoulders.

Have students stand in a circle. Teach students the Hokey Pokey

by saying a line, doing the motions, and having students repeat it.

Begin with body parts students are familiar with, and then introduce shoulder,

wrist, finger, or ones whose English names students don’t know.

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Have students do the Hokey Pokeytogether while you say the words.

Point to a body part.What is this

called, my elbow or myknee? If you were lead-ing the Hokey Pokey,what body part wouldyou say?

Have a student leadthe game of HokeyPokey.

Vocabularywrap, waist, shoulder, wrist,finger, elbow, Hokey Pokey


shoulder, wrist, elbow(See Master ELL 2–9.)


Divide students into sevengroups. Assign each group thename of one continent towrite on construction paper.Say: We are going to sing“Seven Continents.” When Ipoint to your group, you are tosing, “One continent is ____”with the name of your group’scontinent. While you aresinging, hold up the sign and all point to the continenton the map. Repeat,changing groups.


Hokey PokeyYou put your right foot in

You put your right foot out

You put your right foot in

And you shake it all about.

You do the hokey pokey

And you turn yourself around.

That’s what it’s all about!

Game Time

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Writing Complete Sentences Write a complete sentence on the board, such as: Amber makes a talking cloth

for herself. Point out the subject, and underline it with colored chalk. Point out

the predicate, and underline it with a different color. Circle the capital letter at

the beginning of the sentence and the punctuation mark at the end. Stress the

fact that the sentence expresses a complete idea. Have students give you other

examples of complete sentences. Write the sentences on the board, and have stu-

dents point out and mark the same elements you did.

Write on the board examples of sentence fragments, such as wants her own

talking cloth, her Aunt Phoebe, The girl in the story, teaches her about sym-

bols. Have students find fragments that go together and tell them to you in sen-

tences. Write the new sentences on the board.

Write other sentence fragments on the board, and have several students go to

the board and add to them make complete sentences. Have students explain why

they are adding each element. Have the rest of the class agree or disagree,

explaining their reasoning.

Language Experience Activity Show pictures from The Talking Cloth, and

ask students to say some complete sentences about the story, based on the pic-

tures. Write the sentences on chart paper as students say them. Work with stu-

dents to correct the sentences that are not complete, adding on and explaining

what is missing, or saying why sentences are not complete.


Skill ObjectiveStudents improve their writing by writing completesentences.

Academic Language• sentence• sentence fragment• subject

Give students a seriesof simple sentencefragments such as,raining today, sick yes-terday, reads a story.Help students identifywhat is needed to cor-rect each: capitals,subjects, verbs, andpunctuation.

Give students a fewsentence fragmentsabout The TalkingCloth. Have them useinformation from thestory to rewrite thefragments, turningthem into completesentences.

Have students summa-rize the story, usingcomplete sentences.Encourage them touse the illustrations inthe selection toremind them of impor-tant events.


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Weather Words Today we are going to talk

about the weather. What can you

tell me about today’s weather? Have students

describe or demonstrate what they know

about weather.

Display the poem “Weather Changes”

and read it aloud. As you read, pan-

tomime the second line in each couplet. Then

have students read and pantomime the poem

with you.

Display the calendar you used for

Day 3 of Grandma’s Records. At the

end of each day, record that day’s weather on

the calendar in the way shown here.

Divide students into three groups. Assign each group

one couplet from the poem. Give them butcher paper

to illustrate their couplet. Then reread the poem, saying the first line of the cou-

plet and letting that group pantomime that activity. Review the words rainy,

windy, sunny, and cloudy.

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THEME 2/SELECTION 4

Dancing Rainbows


Vocabularyweather, jacket, umbrella,thunder, roar, rainy, windy,sunny, cloudy

Materials• butcher paper• markers• calendar• Picture-Word Cards

umbrella, rainy, windy,sunny(See Master ELL 2–12.)

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Weather ChangesWind blows!Zip up your jacket.

Raindrops fall!Open your umbrella.

Thunder roars!Cover your ears.

Draw a picture of wind, rain, and lightning around the boy. Label each kind of weather.


Name

Master ELL 2–10 Dancing Rainbows

Master ELL 2–10

Get Set for ReadingCD-ROMDancing Rainbows

Education Placewww.eduplace.comDancing Rainbows

Audio CDDancing RainbowsAudio CD for CelebratingTraditions


Have students act outtheir favorite part ofthe poem.

On what day wasthe weather cloudy?How many days hadrainy weather? What isyour favorite weather?

Have students write ashort summary of oneweek’s weather: Werecorded the weatherfor one week. At first,it was sunny.

What’s the Weather?

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Get Set to Read Native American Dance, pages 234–235

Today we will talk about Native American Dance. Let’s look at Anthology

pages 234–235. Read the title and the first paragraph with me. How do Native

American children learn their culture’s dances? Now look at all of the photo-

graphs on these two pages. How are the people dressed? Why do you think they

are dressed this way? Read the second paragraph with students. What are

the meanings of some of the dances?

Dancing RainbowsSegment 1, pages 237–245


Pages 238–239: The photo on page 238 shows Curt and his grandpa, Andy.

What do you think grandpa is holding? Describe how both people are dressed.

What are they doing on page 239?

Pages 240–241: Do you think Curt and his grandpa are good friends? Why?

Look at the drum on page 241. What picture is on the drum? Why do you

think it is there?

Pages 242–243: What do the dancers have on their heads? Why might they be

wearing these items? Describe the horno, or oven, on page 243.

Pages 244–245: What do you think Andy is doing?

Plurals with ch, sh, x, sShow students pictures or real objects, such as bench, dress, box, dish, fox. Write

the singular and plural forms for the words on the board. How do the plural

forms end? Underline the endings. Explain that because these words end in ch,

sh, x, and s in the singular, you added -es to make them plural. Say the words,

emphasizing the final sounds. Provide more examples, and call on students to

change the singular form to the plural form. Have students say all of the words

with you.

Draw a two-column chart on the board. Label one side Singular Nouns (one)

and the other side Plural Nouns (more than one). Write words ending in ch, sh,

x, and s, such as the ones listed above, on the board. Have students write the plu-

ral on the chart.

SELECTION 4: Dancing Rainbows DAY 1

Skill ObjectiveStudents form plural of wordsending in ch, sh, x, and s.

Academic Language• singular• plural



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Farm CropsRead the first two sentences in the second paragraph on Anthology page 239:

Curt’s ancestors were farmers. They grew corn, beans, and squash.

Display the Picture-Word Cards of corn, beans, and squash or display

real vegetables for students to see and touch. Name each food and write

it on the board. What other kinds of foods are grown on farms?

Write the foods students mention in a chart like the one shown. Add a column

for each type of food named.

Call on each student. Which of these foods do

you like? Choose one from the chart. As students

respond, have them record their names in the appropriate column. Give students

time to record their names. Luis likes corn. Yi likes squash.

MO

VEVocabularycorn, beans, squash

Materials• Anthology• chart paper• corn, beans, squash• Picture-Word Cards

corn, beans, squash(See Master ELL 2–12.)


THEME 2/SELECTION 4: Dancing Rainbows


What is yourfavorite food grown on farms?

What kind of foodis Alberto’s favorite?Do more students likebeans or squash? Howdo you know?

Have students write ashort summary of theinformation in thechart, similar to thefollowing: Today wetalked about foodsthat are grown onfarms. In our class,three students likecorn, and so forth.

Display “Weather Changes”and read it with students. Onindex cards have studentswrite wind, raindrops, andthunder. Have students sayeach word several times andmatch it to the word in thepoem. Let partners take turnsreading each word andpantomiming the activity forthat kind of weather.


Foods Grown on FarmsCorn Beans Squash CarrotsLuis Elia Yi Alyssa

Estela Alberto

Jack

Choose Your Favorites

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Dancing RainbowsSegment 2, pages 246–255


Pages 246–247: Describe the face paint in the pictures on page 246. What are

the men doing on page 247? Would you like to do this? Why?

Pages 250–251: Do the children dance well? Why do you think this?

Pages 252–253: What kind of dance are Curt and Andy doing here? Why do

you think they would choose such a bird?

Special Plural Nouns Draw a chart on the board showing the following singular and plural nouns:

baby/babies, city/cities, country/countries. What is the rule for forming the

plural of these nouns? How do the letters change? Singular nouns ending

with a consonant + y change the y to i and add –es to make the plural. Write

some words such as sky and family on the board for students to change.

Explain that there are some words that do not follow any of these rules and

that they have special plural forms. Write on the board in a column the words

man, woman, child, tooth, foot, mouse. Then write the plural forms: men,

women, children, teeth, feet, mice. Finally, write nouns whose plural form is the

same in the singular and plural: deer/deer, sheep/sheep. Model the plural form

orally, and practice using the words in sentences.


Skill ObjectiveStudents identify and usespecial plural nouns.

Academic Language• singular noun• plural noun• consonant

Language Transfer SupportSome languages do not havespecial plural forms, and formtheir plural in a very regularway. Your students may tendto use the regular way to makethe plural and add s to thesespecial nouns in English.



Show or draw picturesof the nouns children,women, mice, men.Have students identify them orally. Printthese words on theboard, and have students copy andillustrate them.

Give students cardswith the singular andplural forms of thespecial nouns. Havethem work in pairs tomatch the word cardsand illustrate them.

Have students writesentences using several of these special plural nouns.

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Musical InstrumentsRead aloud the first paragraph on Anthology page 247: BOOM! BOOM!

BOOM! The drummers move through the crowd.

Find the drums in the picture on page 247. How do the men play

the drums? What other musical instruments do you know about?

Have students describe and demonstrate musical instruments. Write the

name of each instrument in the outer circles of a web on the board.

Have students name an instrument. What sound does it

make? How do you play it? What does it look like? Have

students draw the instrument or pantomime how it is played. Give them time to

respond. A drum goes “Boom! Boom!” I can beat a drum. A drum is round

and flat.

MO

VE

SPEA

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LIST

EN



Show how youwould play a drum.Make the sound of a drum.

Which instrumentis the loudest? Whichis the smallest? Whatdoes a drum look like?

What instrumentwould you like to play?Why? If I handed eachof you a trumpet, howwould you play it?What would it soundlike in our classroom?

Vocabularydrummer, drums, musicalinstruments, piano, violin,guitar, trumpet


guitar, trumpet(See Master ELL 2–12.)


Display the poem and read itas a group. Write the first lineof each couplet on a sentencestrip. Set the sentence stripsface down and have a studentdraw one. Say: Choose asentence strip, read it, andact the way you would whenthat weather occurs. You maywant to demonstrate bypantomiming opening anumbrella in the rain. Let theother students guess whatkind of weather the student ispantomiming.


piano

MusicalInstruments

violinguitar

trumpet

drum

Join the Band

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Dictionary: DefinitionsChoose a dictionary entry with more than one definition, such as age or watch,

for example, or use the partial entry shown.

Explain the different parts of the definition. Present a sentence in which the

word defined is used, for example: Tewa children dance for special feasts. Have

students look at the definition and decide which one applies. Discuss how they

knew which one was the appropriate definition.


Skill ObjectiveStudents recognize andunderstand how to use dictionary definitions.

Academic Language• dictionary entry• definition

Review the alphabeti-cal order of the dic-tionary. Put severalwords on the board,such as dance, child,sing, Tewa. Ask stu-dents to put the wordsin alphabetical order.

Put several words onthe board, such asage, dance, sing,noun. Have studentsarrange these words inalphabetical order andfind them in a diction-ary. Have pairs chooseone word with severaldefinitions. Have them share one of the definitions withother pairs.

Give students somesentences with certainwords underlined,such as age, dance,watch. Have studentsfind those words in thedictionary and selectone definition for eachword. Make sure stu-dents use the samedictionary so that theycan pair up to checkeach other’s work.


Language Transfer SupportBe aware that some of yourstudents’ primary languagesmay use a different alphabeticalsystem. Emphasize practice ofthe alphabet as well asalphabetical order.

Leveled ReaderCelebrating TraditionsParade in Valenciaby Anne MirandaThis selection offers instructional support andpractice of strategies andskills at an easier readinglevel than the main selection.

dance verb 1. To move with rhythmic steps and motions, usually in time

to music. 2. To skip about or bob up and down: Moonlight danced on the

ocean. noun 1. A set of rhythmic steps and motions, usually performed to

music: Tewa children learn their dances when they are very young.

2. A gathering at which people dance. My brother went to the school

dance. 3. One round or turn of dancing: May I have this dance?

dance (d ans) verb danced, dancing noun, plural dances

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BakingRead the first two sentences on Anthology page 243: The smell of baking bread

welcomes Curt and Andy home from the dance. For Feast Day, Curt’s mom

and relatives all help bake over seventy loaves of bread in the horno, an oven

for baking bread, cakes, and cookies.

What kinds of foods did Curt’s mom bake in the oven? What

other kinds of foods are baked in an oven? Think about foods you

might have seen in a bakery.

Record student responses on the board.

Using grocery and bakery ads, have groups of four stu-

dents make collages of baked goods. Then have each

group write four sentences about their collage following this sentence pattern:

_____ is baked in an oven. Encourage students to share their collages and read

one sentence they wrote.

SPEA

K



Vocabularyloaves, bread, cakes, cookies, oven, kitchen

Materials• Anthology• grocery and bakery ads• scissors• glue• markers


Write blows, fall, and roars onthe board. Have students sayeach word several times.Ask: Find the word blows inthe poem. Show what blowsmeans. Continue with eachword. Have student pairsmake flashcards of the threeverbs. Then have partnerstake turns reading each wordand acting it out.

What is yourfavorite kind of baked goods?

Name one foodbaked in an oven.Look at the list on theboard. Which food isyour favorite? When doyou like to eat it?

Imagine that youhave walked into akitchen. The oven wasjust opened. What doyou smell? What doyou see? What do you feel? What will you taste?


Baked Goodsbread cake buns

cookies cornbread rolls

Make a Collage

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Master ELL 2–11


Explain: Feast DayThis is a special holiday that all of the people celebrate every year.

Restate: respect for the earthlove and care for the land on which they grow crops

Model: Tewa children learn to dance when they can walk.Demonstrate a very young child walking and then dancing.

Selection Review

Name

Dancing RainbowsIn June, the Pueblo Indians of the San Juan Pueblo in

New Mexico have a Feast Day. They dance and have fun.Curt and his grandfather Andy dance for the Feast Day,and so do other members of Andy’s group, the Tewas.

Each Tewa dance is a prayer. The dancers pray forgood crops. They also dance to cure the sick and to showtheir respect for the earth. They dance to show that theyare thankful for rain, rainbows, and all living things.

Andy and Curt wear costumes and face paint for theFeast Day. The Tewas dance in the plaza at the center ofthe town. They dance to drums and bells. Everyonedances, the young and the old. Tewa children learn todance when they can walk. People dance, then eat a biglunch, and then they dance again. They stop dancingwhen the sun sets.

Andy has taught Curt and other young Tewas thedances of their ancestors. Curt is proud to dance for rainand rainbows.


Master ELL 2–11 Dancing Rainbows

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1. Look at the illustration on Anthology page 249. Does Andy enjoy doing the

dance? How can you tell? (Yes. He is smiling and looks confident.)

2. What is the main topic of this selection? State the main idea. Does the

author use supporting details? What are some of these details? ( Tewas and their

dances; the importance of the dances. Suggested answers: Dances are prayers for

curing the sick, for giving thanks for crops, and dances are also fun.)

3. Do you have a favorite family or neighborhood celebration? Tell about it.


Special Plural NounsSpecial Picture Clues Have pairs of students work together to create their

own special picture clues for the special plural forms. Students can draw a foot, a

man, a woman, a tooth, a mouse, and so on. Then have them exchange their clues

with another pair of students who will then write both the singular and plural

forms. Chart the singular and plural forms of these special nouns and post them

in the room and on the Word Wall.



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Birds and What They DoRead the first two sentences in the second paragraph on Anthology page 252:

Curt and his brothers do the Eagle Dance. They swoop, soar, land, circle,

and rest.

What kind of bird is Curt pretending to be? How does an

eagle move? Today we are going to learn about birds. What birds

do you know?

Have students describe or demonstrate birds they know. List on the

board the birds they mention. Choose two birds students are most

familiar with. Draw a Venn diagram to compare and contrast the two birds.

Where does an eagle live? What does a robin

look like? Record responses in the diagram. An

eagle is big. A robin is small. Both have feathers.

MO

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SPEA

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Vocabularyswoop, soar, land, circle,rest, eagle, birds, robin,feathers

Materials• Anthology


Divide students into threegroups. Assign each groupone couplet from the poem.Have them copy the coupleton butcher paper. Then havethem draw a picture toillustrate the weather in their couplet. Display thethree pictures and have achoral reading of the poem,with each group reading itstwo lines.


Where does aneagle live? Wheredoes a robin live?

What bird is bigand lives in the moun-tains? How would youmove like an eagle?

With students, write a paragraph that summarizes the information in theVenn diagram.

Add to the Diagram

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Audience Write and say the word audience. Ask students what the word means. Then

review the usual meaning of audience as people watching and listening to a per-

formance or a speech. The word audience has a different meaning, which

is related to writing. When you write, you need to think about who will be

reading your writing. These people are your audience.

Show students different examples of pieces of writing for different audiences,

such as children’s books, young adults’ fiction, a technical manual, a newspaper

article, a magazine article. Discuss the length of the writing and different ele-

ments, such as illustrations, diagrams, and vocabulary. When you write, think

about who will read your writing. Think about what they know about your

subject. Use words your audience will understand.

Distribute samples of different kinds of greeting cards, and have students work

in groups to decide what the intended audience might be. Then discuss how

they can tell whether they are for an adult, a child, a formal or informal occasion,

and so on. Discuss how a letter or card would change according to the audience.

Model writing a card for a friend, the principal, your mom. Write samples on the

board. Have students decide whom they will write a card for, and have them

design and write their own cards.


Skill ObjectiveStudents learn to write for aspecific audience.

Academic Language• audience

Materials• greeting cards

Have students think ofsomeone for whomthey could make abirthday card: a par-ent, another relative,or a friend. Have themfold a piece of paperin half, and write asimple one-line or two-line verse on theinside. Then havethem draw an illustra-tion on the outside oftheir card.

Have students formgroups to write an invi-tation to a party. Havethem decide who willbe invited. For exam-ple, if the party is forchildren, the invitationshould sound that way. Have them sharetheir invitations withother groups.

Have students work ingroups to design acard welcoming a newstudent to their class.Have them write ashort greeting andillustrate the card.


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